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COOS BAY PUBLIC SCHOOLS Information and Instructional

Technology Plan

Goals and Priorities

Implementation Model

2013-2016

Updated April, 2013

Director of School Improvement Chad Putman Business Manager Rod Danielson Title 1 Director Lisa DeSalvio Instructional Coach Technology K-12 Peggy Thornton Instructional Coach 4-7 Les Willett Instructional Coach K-3 Michelle Inskeep Superintendent Dawn Granger Information Technology Manager Fred Baker Administrative Assistant Peggy Ahlgrim

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TABLE OF CONTENTS

Introduction .................................................................................................... 5

The Process .................................................................................................. 6 Structure ...................................................................................................... 7

National Goals ................................................................................................. 7 Oregon Educational Technology Standards .......................................................... 8 School Board and Superintendent Goals for 2013-15 ............................................ 9 Instructional Technology ................................................................................... 9

Student Standards ....................................................................................... 11 Kindergarten ............................................................................................ 11 Grade 1 ................................................................................................... 12 Grade 2 ................................................................................................... 12 Grade 3 ................................................................................................... 12 Grade 4 ................................................................................................... 13 Grade 5 ................................................................................................... 13 Grade 6 ................................................................................................... 13 Grade 7 ................................................................................................... 14 Grades 8 to 12 ......................................................................................... 14

Creativity and Innovation ........................................................................ 14 Communication and Collaboration ............................................................ 14 Research and Information Fluency ........................................................... 15 Critical Thinking, Problem Solving, and Decision Making ............................. 15 Digital Citizenship .................................................................................. 16 Technology Operations and Concepts ....................................................... 16

Student Assessment .................................................................................... 17 Staff Training .............................................................................................. 17

Implementation Recommendations: ............................................................ 17 Recommendations: ................................................................................... 18

District Goals ................................................................................................. 18 Instructional Technology Goals ...................................................................... 19 Student Achievement ................................................................................... 19 Fiscal Responsibility ..................................................................................... 20 Policies and Guidelines ................................................................................. 20 Special Education Students ........................................................................... 21 Library Automation ...................................................................................... 21 Adult Lifelong Learning ................................................................................. 21 Implementation Standards ........................................................................... 21 Technology Standards .................................................................................. 22 Technology Management .............................................................................. 22 Technology Assessment ............................................................................... 22 Information Technology Services ................................................................... 23 Information Technology Goals ....................................................................... 24

Infrastructure Support............................................................................... 25 School/Site Configurations ...................................................................... 25 District/Core Configurations .................................................................... 26 Technology Standards and Acquisition ...................................................... 26 Network Operations, Repair, Maintenance, and Obsolescence ...................... 27 Software Standards and Acquisition ......................................................... 27

The Tactical Plan ............................................................................................ 27 Student Network Accounts ............................................................................ 27 Student Testing and Assessment ................................................................... 27

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Student Data Management ........................................................................... 27 Carl Perkins/Ed Technology........................................................................... 28 Upgrade Server Core ................................................................................... 28 Upgrade Network Core ................................................................................. 28 Web Site Development ................................................................................. 28 Instructional Technology .............................................................................. 28 New Technology .......................................................................................... 28

The Strategic Plan .......................................................................................... 29 Student Network Accounts ............................................................................ 29 Student Testing / Assessment ....................................................................... 29 Student Data Management ........................................................................... 29 Carl Perkins / Ed Technology ......................................................................... 29 Upgrade Server Core ................................................................................... 29 Upgrade Network Core ................................................................................. 30 Web Page Development ............................................................................... 30 Library Automation ...................................................................................... 30 Instructional Technology .............................................................................. 30 New Technology .......................................................................................... 30

The Forecast Plan ........................................................................................... 31 Student Network Accounts ............................................................................ 31 Student Testing / Assessment ....................................................................... 31 Student Data Management ........................................................................... 31 Carl Perkins / Ed Tech .................................................................................. 31 Upgrade Server Core ................................................................................... 31 Upgrade Network Core ................................................................................. 31 Web Page Development ............................................................................... 32 Instructional Technology .............................................................................. 32 New Technology .......................................................................................... 32

Appendix A - Technology Steering Committee .................................................... 33 Technology Steering Membership ............................................................. 33 Meeting Schedule ................................................................................... 33 Processes .............................................................................................. 34 Evaluation ............................................................................................. 34

Appendix B – List of Figures ............................................................................ 35 Appendix C - Fiscal Responsibility ..................................................................... 35 Appendix D – Professional Learning Systems ................................................... 356 Appendix E – NETS Handouts K-7 ................................................................... 338

MAKE IT! ............................................................................................ 339 SAY IT! And SHARE IT! ........................................................................... 40 FIND IT! ............................................................................................... 41 SOLVE IT! ............................................................................................. 43 PROTECT IT! ......................................................................................... 44 USE IT! ................................................................................................. 46

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Introduction The mission of the Coos Bay School District is to provide quality education that nurtures curiosity, honors diversity and empowers all students to succeed in a dynamic, global community. Coos Bay School District (CBSD) is located on the Southern Oregon Coast. There are six schools in the district serving approximately 3,100 students from kindergarten to 12th grade. We have two K-3 primary schools, two intermediate schools for 4th through 7th graders and Marshfield High School serving students grades 8 through 12. The Harding Learning Center provides several alternative schooling options. Over 54% of the students in the district are bused to school. Over 60% of the students in the district qualify for free or reduced meals based on their family income. Over 16% of the students in the district are identified with a disability. Since our last technology plan, we have implemented Synergy, a new student information system. Using the TeacherVUE web portal in Synergy, teachers can analyze comprehensive student data to objectively assess student performance and plan appropriate interventions for all students whether it is remediation or enrichment/acceleration. Educators and administrators view data at the classroom, school, or district level to identify students falling below or above key performance indicators and make informed decisions regarding student programs and interventions. In addition, with the Synergy ParentVUE web portal, parents can access near real‐time reflections of their child’s progress on assignments, attendance, discipline, graduation status and other information. ParentVUE simplifies home-to-school district communication for parents, offering a single sign‐on to view each of their children's information, regardless of school. Parents can also elect to receive customized email alert notifications. We have also deployed an alert calling/emailing system that is able to reach out to parents in the event of emergency, weather related cancelations, or to convey general information. In addition, since our last technology plan we have and created six 21st century classrooms through the technology rich classrooms grant; placed SmartBoards in every special education classroom and a document camera in every regular education classroom; rolled out iPads at one of our K-3 schools, piloted Sucessmaker, a digital learning curriculum in our other K-3 school; created iPad mini carts in both our 4-7 libraries; rolled out 5 laptops per classroom at one 4-7 school and created Kuno carts at our high school library with access to Curriculum Loft, which allows for content delivery to student learning devices, and automation of digital assessments. We have also adopted Type to Learn 4 at the K-7 level to ensure that our students are arriving at eighth grade with strong keyboarding skills. Our district’s Professional Learning Committee, with representatives from each building, in conjunction with our district’s Technology Committee determine the building technology needs be it hardware, software or training. Our District technology plan acts as an overall guide to improve student achievement through the use of technology. Our district goals include integrating technology into instruction, making classroom management more efficient, enhancing communication with parents and the community, preparing teachers to use technology as an integral tool to enhance and support their teaching, and providing the needed technology infrastructure. We want to provide all students with adequate computing resources to meet their learning needs. Through technology students can use real world tools, relevant experiences and meaningful data to inject a sense of purpose into classroom activities. Our goal is to produce college and or workforce-ready graduates who can, among other things, manipulate and analyze raw data, critically evaluate information, communicate clearly and collaborate. Working towards this end the functions served by this district plan are:

• To provide a roadmap to achieve instructional technology objectives. • To provide alignment to federal, state, and local technology standards. • To provide district staff with guidance as to direction: goals, priorities, and resource requirements. • To support the budget process by defining district resources requirements that meet short and

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long-range technology objectives. • To provide an overview of technology accomplishments and goals and an understanding of the

technology requirements needed to support education. Needs:

Coos Bay Public Schools have entered into an achievement compact with the state of Oregon that relies upon technology both as a tool and resource in order to meet rigorous academic growth goals for all children. In our annual professional learning survey staff indicated a need for training in digital resources and literacy specifically those that help us meet the common core state standards. Our priority is to work collaboratively with curriculum and technology to assure we select appropriate programs and hardware, utilize our weekly professional learning time to assure that we train staff in the use of current technology and take advantage of the free web based technologies in a manner that is thoughtful and supportive of our district learning goals. We will do this utilizing the district Technology Committee (including members from curriculum, technology and building staff) and Professional Learning Committee (broad-based district–wide committee determining the direction of professional learning through data analysis) in conjunction with building and grade-level based data analysis from our educator professional learning teams. (See Appendix D: Professional Learning System) Since our last technology plan, that process identified a need for trainings in the use of tablet technology (iPads and Kunos) and their applications in order to engage students in learning and differentiate lessons. We are also exploring the use of a curriculum cloud system for our secondary students. In addition. Next year our high school teachers want to look at the possibility of using digital curriculum in future text adoptions. Furthermore our new student information system is proving very helpful in analyzing performance, attendance, and behavior for improving student success and staff has indicated a need for training in specific components of this system, such as LessonVue. In LessonVue our teachers have started to build a consistent framework of courses, units, lesson plans and supplemental materials aligned to district, state and common core standards. Working together grade level teachers are building customized curriculum maps which can be shared digitally through the use of a central depository for maps, PDF documents, presentations, audio and video files. Through this technology our students will be able to benefit from a consistent educational experience regardless of what teacher they are assigned to and our teachers will be able to measure and track student progress and the effectiveness of curriculum and lesson plans, leading to the adjustment of teaching strategies as needed to ensure student achievement.

The Process This Technology Plan will be updated on an annual basis to reflect changes in direction and technology. The document reflects a three-year planning window and consists of the following sections:

• Annual Report - This section assesses the progress towards information and instructional technology goals. This report is created at year-end by reporting on the completed projects from the current year’s Tactical Plan.

• Tactical Plan - This section is a work plan, outlining projects that will be completed or started in the current year. This plan is modified at year-end by combining the incomplete projects from the previous year with the approved projects from the Strategic Plan.

• Strategic Plan - This section outlines proposed projects for the next year and provides estimates and context for technology budget requests. This plan is modified throughout the current year and the approved projects are rolled into the Tactical Plan for the following year.

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• Forecast - This section outlines proposed goals that will start outside the two year planning window; budgets and timelines are not contained in this section. Projects remain in the Forecast section until they are moved into the Strategic Plan.

Structure The Technology Plan is comprised of nine different elements (Policies, Accountability, etc.). Some of the elements are fundamental management concerns of the district, while others are driven by changes in government regulation, funding, and/or technology.

Figure 1: The Technology Plan

National Goals In 2004, the United States Secretary of Education released the new National Education Technology Plan Action Steps:1 They are designed to help states and districts prepare today’s students for the opportunities and challenges of tomorrow:

• Strengthen Leadership • Consider Innovative Budgeting • Improve Teacher Training • Support E-Learning and Virtual Schools • Encourage Broadband Access • Move Toward Digital Content • Integrate Data Systems

1U.S. Department of Education, Office of Educational Technology, Toward A New Golden Age in American Education: How the Internet, the Law and Today’s Students Are Revolutionizing Expectations, Washington, D.C., 2004.

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Oregon Educational Technology Standards 1. Creativity and Innovation – Students demonstrate creative thinking and problem solving skills to develop innovative products and processes using (digital) technology. Students:

A. Apply existing knowledge to forecast possibilities and generate new ideas, products or processes.

B. Create original works as a means of personal or group expression. C. Develop or apply models and simulations to explore complex systems, issues and trends.

2. Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, across the global community, to support individual learning and contribute to the learning of others. Students:

A. Interact and collaborate with peers, experts, or others employing a variety of digital environments and media.

B. Effectively communicate and publish to multiple audiences using a variety of media and formats.

C. Engage with learners from other cultures to develop cultural understanding and global awareness.

D. Contribute to project teams. Produce original works or solve problems in a team setting.

3. Research and Information Fluency – Students select and apply digital tools to gather, evaluate, validate, and use information. Students:

A. Plan strategies to guide inquiry. B. Locate, organize and use information ethically from a variety of sources and media. C. Evaluate and select information sources and digital tools based on the appropriateness to

specific tasks. D. Analyze, evaluate, and summarize information or data and report results.

4. Critical Thinking, Problem Solving and Decision Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

A. Identify and define authentic problems and significant questions for investigation. B. Plan and manage activities to develop a solution or complete a project. C. Collect and analyze data to identify solutions and or make informed decisions. D. Use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship – Students understand human, cultural, and societal issues related to digital technology and practice legal, ethical, and responsible behavior. Students:

A. Advocate and practice safe, legal, and responsible use of information and digital technology. B. Model and practice a positive attitude toward using digital technology that supports

collaboration, learning, and productivity. C. Demonstrate personal responsibility for lifelong learning.

6. Technology Operations and Concepts – Students utilize technology concepts and tools to learn. Students:

A. Select, use, and troubleshoot tools efficiently. B. Transfer current knowledge to learning of new technologies.

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School Board and Superintendent Goals for 2013-15:

1. Student Achievement • The Superintendent will lead the district in the collaborative implementation of non-negotiable

goals for student learning and instruction, creating a culture where student learning is our primary focus. The Superintendent will foster a system which supports learning as our top priority and one that is supported by every other goal we put into place.

2. Accountability

• In a culture where teaching and learning are the top priority, the individuals within the system are accountable to and for one another. The Superintendent will set clear guidelines and expectations and provide resources, training and create systems to monitor efforts toward student achievement. There must be collaborative goal setting, alignment of resources to support these goals, modeling of learning and improvement from all levels of administration, and shared accountability through continuous assessment and improvement.

3. Communication

• Public school systems are interdependent with the communities they serve. The Superintendent will maintain positive and effective communication, which supports a community understanding of and engagement in the work of our schools and our focus on student achievement.

4. Infrastructure

• The work of our dedicated and skilled staff must be supported by infrastructures (facilities, technology, structures and equipment) which assure not only a safe, warm and welcoming environment, but one which is conducive to excellence in instruction and results in improved student achievement. The Superintendent will allocate and leverage assets, supervise the development of both a short and long term plan for and monitor the efficiency of our current infrastructure.

o Facilitate the collaboration of Curriculum and Technology staff to evaluate current technology and infrastructure for efficiency/redundancy and support of student learning to make presentations to the Board regarding technology supporting education annually.

o Continue to work with the Facilities Committee in the Community Visioning Process.

District Goals

• All teachers will meet the ISTE’s National Educational Technology Standards for Teachers (NETS*T). • All administrators will meet the ISTE’s National Educational Technology Standards for Administrators

(NETS*A). • Technology will be used to create and support learning experiences for students that are relevant, engaging

and transferable to future learning and/or employment. • Students will be equipped with “21st Century Skills” upon graduation. • Students will meet ISTE’s National Educational Technology Standards for Students (NETS*S), Common Core

Technology Standards and Library Information Literacy Standards.

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Instructional Technology

Instructional Technology Vision The students and staff of Coos Bay Public Schools will embrace the use of instructional technology and use

it as a part of their everyday work in the school setting. Technology will be used to improve student comprehension, participation and performance.

Figure 2 Instructional Technology

To meet the School Board’s goal of high standards, and continuous improvement for all students, students from grades K-12 will use technology to achieve learning goals.

Our aim is for our students to use technology “to learn” beginning in kindergarten instead of learning to use technology in isolation. Our students will learn information literacy skills, including how to effectively find, assess, analyze compare and synthesize information to solve problems. Our teachers will design learning environments and activities that give students instruction and practice performing these tasks. In addition students need to receive instruction in keyboarding skills, Internet safety practices and effective communication techniques. Our Professional Learning Committee will direct our instructional coaches as to the training, mentoring and support needed by teachers to effectively integrate technology and information literacy into their curriculum. Training on creating engaging learning activities, problem-based learning experiences and cross-disciplinary curriculum units will be provided as directed. In our high school, technology use needs to mirror “real world” use. Students need to know how to apply technology and information literacy skills in content areas in ways that are relevant to them after graduation. Our coaches will be available to model the integration of 21st Century Skills and NETS into the high school curriculum to assist teachers in creating lessons where students use information technology to construct knowledge and communicate effectively. Once again our Professional Learning Committee will assess teacher needs and assign these trainings throughout the year. Starting in school year 2009-2010, Microsoft Office 365 was made available to classroom teachers at the middle school and elementary level. This enabled students to perform such activities as sharing math journals and interactive Social Studies Projects both locally and globally via wikis, blogs, and online student galleries. The use of Office 365 creates powerful technology use for young students while still having a safe secure environment as outlined in the Children’s Internet Protection Act. Access to these

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strategies and tools fully supports the goals in our districts Achievement Compact. These tools will also help student to meet the upcoming rigor in the Smarter Balance Assessment and to close any achievement gap in reading, math and writing. With the acquisition of tablet technology, our teachers are learning how to evaluate and integrate apps into their curriculum to positively impact student learning. Our Professional Learning Committee has identified a need for teacher training in the effective use of Web 2.0 tools for both educators and students. Web 2.0 tools can be used as a hook for reluctant learners and as a means to boost academic achievement, revitalize lesson presentation, showcase student work, encourage meaningful dialogue and allow students to create visual representations of their thinking. To summarize, Educational staff will continue to develop their technical skills and to use informational and instructional technology for:

• Seamless integration of technology into curriculum to support teaching and learning for all students.

• Communication with students, parents, staff, and community partners in education. • Modeling the proper use of technology for students, staff and community emphasizing digital

citizenship. • Utilization of Web 2.0 tools for collaboration, communication, presentation and assessment. • Utilization of Live @ EDU, Microsoft Live, Microsoft Office Live Workspace. • Utilization of IT Direct (web-based work order system) which allows teachers to request access to

filtered websites and online tools such as ITunes University and YouTube.

Student Standards In order to accomplish this Instructional Technology Plan, both students and staff of Coos Bay Public Schools will need to meet technology standards appropriate for their grade level, the grade subject matter in which they teach, or the office in which they work. The International Society for Technology in Education (ISTE) has developed a set of standards for students (National Educational Technology Standards, NETS). The staff of Coos Bay Public Schools will use these standards to plan for appropriate grade level goals and activities to measure student outcomes. Segmented into four grade levels (grades pre-K to 2, grades 3-4, grades 5-8 and grades 9-12), ISTE has identified six target areas that will be addressed:

1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts

(See Appendix E for NETS Handouts for K-7) Grades Kindergarten to 7 Kindergarten: Communicate about technology using grade-level vocabulary. (See attached list)

• Use developmentally appropriate multi-media resources to support learning. • Demonstrate positive social and ethical behaviors when using technology.

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• Use input devices (e.g., mouse, keyboard) and output devices (e.g. monitor, printer) • Identify basic computer components including computer, keyboard, mouse, printer, CD ROM, disk and on/off

switches. • Know how to logon and logoff the network. • Click on icons to perform a function. • Locate, open and quit software applications. • Type letters, names and numbers.

Grade One: • Create an original work with pictures and words. • Actively participate in a videoconference. • Work cooperatively and collaboratively with peers, and others when using technology. • Access pre-selected websites ( URL’s) and bookmarks/favorites. • Seek appropriate support with hardware or software problems. • Demonstrate basics of operating a computer including turning on and shutting down. • Identify and use: Shift, Space Bar, Arrows, and Enter. • Know the basics of computer care. • Move around the desktop and use the menu bar. • Insert clipart and pictures. • Save files in the appropriate place. • Type text using different sized fonts and colors.

Grade Two: • Uses electronic and online reference material. • Create and present simple linear multimedia project. (i.e. PowerPoint) • Work collaboratively on a group project. • Identify a variety of electronic sources of information for a topic. • Communicate original ideas and stories using available software and hardware. • Organize and evaluate information as it applies to the topic. • Use a computer to organize and illustrate data through the use of timelines and graphic organizers. • Describe technology that is used at home, school and the community. • Understand when an individual creates something on the computer, the created work is the person’s property

and only that person has the right to change it. • Use bold, underlining, italics and center to format text. • Use delete, backspace, cut, copy and paste to edit text within a document.

Grade Three: • Use digital photos and text for creative personal expression. • Use simple keyword searches in search engines and on-line search engines and databases. • Create bookmarks to sites on the Internet to return to them easily. • Follow hyperlinks in electronic resources. • Use technology resources (e.g. calculators, data collection probes, videos, educational software) for self-directed

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learning, and extended learning activities. • Select and use appropriate tools and technology resources to accomplish a variety of tasks for problem solving. • Self-evaluate planning, process and final product with teacher provided guidelines. • Cite sources for information obtained from technology resources. • Know the proper handling and how to insert and remove portable storage devices. (Floppy, CD, DVD, USB Flash

Drive) • Create an organized file system for all personal documents. • Use the spellchecker. • Enter data and create a graph using a basic graphing program or spreadsheet. • Identify rows, columns, and cell addresses.

Grade Four: • Create and present a linear multimedia project that includes images, sounds and has hyperlinks. • Produce a digital story. • Obtain text information from electronic resources. • Obtain digital images from electronic resources. • Discuss basic issues related to responsible use of technology and information; and describe personal

consequences and impact on individuals and families for inappropriate use. • Know that new inventions often lead to other new inventions and ways of doing things. • Identify the role of technology in a variety of careers. • Copy, move, paste and/or delete files between or from folders or drives. • Open two documents and move between them. (i.e.: Word & the Internet) • Open, resize, and close windows. • Choose appropriate settings for document such as page orientation, margins, line spacing. • Use the undo feature. • Use drawing tools to perform tasks such as grouping and ordering objects. • Describe how technology can have positive and negative effects on the environment and on the way people live

and work. • Use a digital camera to take pictures. • Copy files to and from one storage device to another.

Grade Five: • Use complex search strategies. Collect, input, analyze, organize and display data graphically. • Analyze data to support theories or test a hypothesis. • Use formatting options to change font, size and style of cell contents. • Enter a formula into a spreadsheet. • Use the grammar checker and thesaurus. • Use bullets and numbering.

Grade Six: Discuss common uses of technology in daily life and advantages and disadvantages those uses provide.

• Insert sounds, animations and video clips into a presentation.

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• Apply slide transitions to a presentation. • Use notes pages in a presentation to organize and detail the content. • Create a presentation that uses formatting tools to enhance appearance. Use formatting options to change

column width and row height.

Grade Seven: • Use technology resources for problem solving. (ex. Excel) • Use digital tools to brainstorm, develop and create a solution to a problem. • Identify areas in which technology has improved human lives including those with disabilities. • Demonstrate knowledge of current changes in information technologies and the effect those changes have on

the workplace and society. • Sort the results of a search by date or relevance. • Create original animations or videos documenting school, community or local events. • Evaluate electronic resources as to reliability. • Limit database searches using advanced features such as text, cover story, or journal • Restate information obtained from electronic resources in your own words. • Discuss how applications of technology can address some major global problems and issues.

Grades 8 to 12 Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: • Apply existing knowledge to generate new ideas, products, or processes. • Create original works as a means of personal or group expression. • Use models and simulations to explore complex systems and issues. • Identify trends and forecast possibilities.

By the end of Grade 12 each student will: • Complete at least one online credit, or non-credit, course or online learning experience. • Use technology tools for managing and communicating personal information (e.g., finances,

contact information, schedules, purchases, correspondence). • Apply advanced software features such as an application’s built-in thesaurus, templates, and styles

to improve the appearance of word processing documents, spreadsheets, and presentations. • Identify technology tools (e.g., authoring tools or other hardware and software resources) that

could be used to create a group project. • Use an online tutorial and discuss the benefits and disadvantages of this method of learning • Develop a document or file for inclusion into a web site or web page. • Use a variety of applications to plan, create, and edit a multimedia product (e.g., model, webcast,

presentation, publication, or other creative work). • Have the opportunity to participate in real-life experiences associated with technology-related

careers. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: • Interact, collaborate, and publish with peers, experts, or others employing a variety of digital

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environments and media. • Communicate information and ideas effectively to multiple audiences using a variety of media and

formats. • Develop cultural understanding and global awareness by engaging with learners of other cultures. • Contribute to project teams to produce original works or solve problems.

By the end of Grade 12 each student will:

• Identify and describe various telecommunications or online technologies (e.g., desktop conferencing, listservs, blogs, virtual reality).

• Use available technologies (e.g., desktop conferencing, e-mail, groupware, instant messaging) to communicate with others on a class assignment or project.

• Use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences.

• Collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications.

• Plan and implement a collaborative project using telecommunications tools (e.g., groupware, interactive web sites, videoconferencing).

Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students:

• Plan strategies to guide inquiry. • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of

sources and media. • Evaluate and select information sources and digital tools based on the appropriateness to specific

tasks. • Process data and report results.

By the end of Grade 12 each student will:

• Compare, evaluate, and select appropriate internet search engines to locate information. • Formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for information

located on the internet to present research findings. • Determine if online sources are authoritative, valid, reliable, relevant, and comprehensive • Distinguish between fact, opinion, point of view, and inference. • Evaluate resources for stereotyping, prejudice, and misrepresentation. • Develop a plan to gather information using various research strategies(e.g., interviews,

questionnaires, experiments, online surveys). Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: • Identify and define authentic problems and significant questions for investigation. • Plan and manage activities to develop a solution or complete a project. • Collect and analyze data to identify solutions and/or make informed decisions. • Use multiple processes and diverse perspectives to explore alternative solutions.

By the end of Grade 12 each student will:

• Use a variety of technology resources (e.g., educational software, simulations, models) for problem solving and independent learning.

• Describe the possible integration of two or more information and communication technology tools or resources to collaborate with peers, community members, and field experts.

• Formulate a research question or hypothesis, then use appropriate information and communication technology resources to collect relevant information, analyze the findings, and report the results to

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multiple audiences. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: • Advocate and practice safe, legal, and responsible use of information and technology. • Exhibit a positive attitude toward using technology that supports collaboration, learning, and

productivity. • Demonstrate personal responsibility for lifelong learning. • Exhibit leadership for digital citizenship.

By the end of Grade 12 each student will:

• Identify legal and ethical issues related to use of information and communication technology. • Analyze current trends in information and communication technology and assess the potential of

emerging technologies for ethical and unethical uses. • Discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file

pirating, hacking) on cultures and society. • Discuss the possible consequences and costs of unethical uses of information and computer

technology. • Identify ways that individuals can protect their technology systems from unethical or unscrupulous

users. • Demonstrate the ethical use of technology as a digital citizen and lifelong learner. • Explain the differences between freeware, shareware, and commercial software • Adhere to fair use and copyright guidelines. • Create appropriate citations for resources when presenting research findings. • Adhere to the district acceptable use policy as well as state and federal laws. • Explore career opportunities and identify their related technology skill requirements.

Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

• Understand and use technology systems. • Select and use applications effectively and productively. • Troubleshoot systems and applications. • Transfer current knowledge to learning of new technologies.

By the end of Grade 12 each student will:

• Discuss emerging technology resources (e.g., podcasting, webcasting, compressed video delivery, online file sharing, graphing calculators, global positioning software).

• Identify the capabilities and limitations of emerging communication resources. • Understand the importance of both the predictable and unpredictable impacts of technology. • Identify changes in hardware and software systems over time and discuss how these changes

might affect the individual personally in his/her role as a lifelong learner. • Understand the purpose, scope, and use of assistive technology. • Understand that access to online learning increases educational and workplace opportunities. • Be provided with the opportunity to learn in a virtual environment as a strategy to build 21st

century learning skills. • Understand the relationship between electronic resources, infrastructure, and connectivity. • Routinely apply touch-typing techniques with advanced accuracy, speed, and efficiency. • Assess and solve hardware and software problems by using online help or other user

documentation and support. • Identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav) • Demonstrate how to import/export text, graphics, or audio files. • Proofread and edit a document using an application’s spelling and grammar checking functions.

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Student Assessment Students will leave the 3rd grade proficient in keyboarding at 25 WPM with 80% accuracy. Students will leave the 7th grade proficient in keyboarding at 50 WPM with 80% accuracy. 7th graders will be proficient in the basic use of Word, PowerPoint, Excel, and GPS. 8th – 12th graders will specialize in IT programs. Teachers will assess student technology projects in all 6 Oregon Educational Technology Standards using rubrics, scoring guides, observations, and correlated to work product produced in Kidspiration, PowerPoint, and global collaboration projects online. Data regarding technology needs will be collected and evaluated regularly by our PLC teams. End of year technology and professional learning needs assessments will occur annually as part of the staff check out process. Minutes of all meetings will be submitted to the district office for review and posted to our website or shared drive. State and local assessment and work sample data will be reviewed and instructional targets will be generated.

Staff Training All professional learning will be evaluated upon completion. Action plans including time lines will be submitted to the site principal and district office to ensure capacity building and collaboration upon the implementation of a practice utilized in a professional learning activity. All professional learning requests will follow the district process to ensure the activities are in alignment to identified student need, according to data analysis of common formative and summative assessments, the Achievement Compact goals, Technology Plan, Perkins Plan, and Title/School Improvement Plans. The teacher's understanding about Instructional Technology will directly correlate with our students’ technological literacy as it does in every other aspect of our curriculum. It is not about the technology, it is about effective use of the tools that enhance educator instruction, student learning and performance. Educators in PLCs will employ common formative and summative assessments to assess student learning. As always, a well-trained staff will be paramount to a successful technology program in Coos Bay Public Schools. Training staff will not be a challenge as we have a Technology Coordinator TOSA and weekly professional learning time set aside to meet the identified needs of our staff and students.

Implementation Recommendations: Coos Bay Public Schools will utilize existing professional learning time and technology personnel to provide for staff learning to access and employ technology as a seamless part of their instructional strategies. Research shows that student learning and attendance can be positively impacted by engaging them in student-centered instruction enhanced by appropriate technology. This vision hinges on the following key components:

1. Our trained instructional coaches, at every grade-level span will work collaboratively with our Technology Coordinator and PLC team leaders to design trainings that meet identified needs/goals for student learning.

2. During our weekly Friday professional learning time, individualized trainings will be provided by these staff members as needed in individual, grade level or subject specific groups or school/district-wide.

3. Maintaining a training lab in a central location for the district and having technology in every school for more localized trainings.

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4. Using the Technology Committee--which will collaborate with and consider all recommendations from the Professional Learning Committee--and requests for technology, will guide us in meeting our district, school and student learning goals through technology.

5. Maintaining a Curriculum Library that includes a variety of professional resources. After initial lab trainings for new staff, all trainings will take place at the building sites whenever possible. Modeling and coaching, in response to identified needs, is an integral part of assuring that the technology selected and employed actually improves student learning. These trainings may take place over the course of multiple Fridays to gain the maximum effectiveness for all levels of users. Recommendations: To achieve these standards and meet the technology plan goals, the following actions are recommended:

1. Survey all teachers and PLC groups annually on instructional technology training and equipment needs,

2. Continue to utilize available PLC time for training, 3. Continue professional learning for the coaches and Technology Coordinator, 4. Develop specific technology professional learning opportunities that address the identified needs

of the educators as indicated by the data analysis of student performance in common formative or summative assessments,

5. Train students to be peer coaches at the high school level for use of technology to achieve high academic standards,

6. Seek grant funding to enhance available district technology and staff training, and 7. Use VI-B Funds, when available to meet identified needs according to the priority assigned by

the Technology Committee. District Goals Coos Bay Public Schools have the following technology goals designed to support national, state, school board, and local instructional goals. These goals are intended to apply technology within the district to meet the needs of students, teachers, and administrators.

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Figure 3 District Goals

Instructional Technology Goals

Coos Bay School District will establish a technology-enriched learning and operational environment to prepare our students for success in life and work and to improve the performance and productivity of our schools.

Technology will be integrated into the curriculum across all relevant subject areas, and throughout

all grade levels, to assist our students in meeting the Common Core State Standard technology goals.

Training and professional development will be provided to assist all district staff in integrating

technology resources into the curriculum, achieving administrative productivity, and functioning effectively in a high performance educational environment.

The district's technology infrastructure will be sufficient to support instructional and administrative

activities, providing connectivity to every classroom. Curriculum needs will guide the implementation of the infrastructure in the schools.

Network operation and equipment maintenance services will be provided to ensure network and

equipment performance and reliability. Technical support services will be established to support the staff in their use of the technologies.

The district's technology resources will support access to lifelong learning opportunities for the

community as outlined in the Consolidated Improvement Plan.

The district will insure equity of access, addressing any issues related to socioeconomic, special needs, cultural, and gender use of technology that may arise.

The district will establish an effective, ongoing planning and implementation process for

technology.

The district will annually assess progress towards these goals.

Student Achievement Coos Bay Public Schools, like all districts in Oregon and throughout the country, face increased demands to improve or raise levels of student achievement. As part of this plan, state and national technology standards will be correlated to district curriculum (K-12). As students learn and progress through their educational experience, acquisition of knowledge and skills related to these standards will be ensured. The high school is aggressively pursuing ways to deliver instruction within the credit for proficiency mode. The staff and leadership put a high priority on technology as a key component to the proficiencies. Student data is regularly reviewed and students are targeted for intervention and differentiated instructional opportunities are developed for our classrooms. The AYP targets for academics, as indicated in our Achievement Compact goals, will be reviewed and analyzed by the District’s Data Analysis Coordinator and Curriculum Director to insure student achievement. We expect our technology and Internet access to play a major role in improving student achievement across all grade levels.

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The Coos Bay School District Achievement Compact goals are focused on increasing student achievement in math and reading. We will use current and new technology to improve student engagement and increase achievement. The instructional coaches will focus on increased use of technology for instruction and work with our educators to determine best practices and monitor implementation. Teachers will use interactive boards and Web based instructional tools, to increase student engagement and provide feedback to students. Teachers will use technology tools to gain formative assessment data to inform instruction. The focus of the utilization of technology will be in math and reading to increase student achievement. Federal, District, IDEA, and grant budgets have been allocated and will be used to support technology to enhance instructional practices. Teachers will be accountable for the student access and use of technology to demonstrate learning and increasing student achievement. Principals will ensure best practices technology strategies are being employed in classrooms and instructional activities. The Curriculum Director and Technology Coordinator will monitor and implement district level technology initiatives.

Fiscal Responsibility

• The district allocates available technology funds in the following ratio: 65% (Hardware and Software): 5% (Professional Learning)*: 30% (Maintenance)

• The individual building technology plans shall reflect a financial commitment to technology consistent with the above ratio.

• The district recognizes the need to aggressively seek ongoing outside funding resources.

*The rate for professional learning is low due to the availability of professional learning time during the school week and the fact that we employ trained coaches and technology staff who can provide for staff learning. The cost represents out of area conferences or higher-level trainings which we cannot easily provide for ourselves.

Policies and Guidelines Coos Bay Public Schools has implemented the following policies to ensure district- wide continuity.

• Use of Computer Networks and Internet (IIBD, IIBGA, IIBGA-AR) • Student Education Records (JO/IGB AB, JO/IGB AB -AR, JOA, JOB) • Student Fees and Charges (JN)

The following guidelines are needed to ensure effective, secure use of technology:

• Public access to student information – We now have a student information system (Synergy by Edupoint) with online parent access to information about their children’s progress in school, attendance, and current assignments. This access to personal information is restricted so that it is available only to the parent or guardian.

• Community online access to district information - This information includes calendars of public events, budget information, school board decisions, curriculum information, and significant staff and student achievements. Policy must be reviewed to ensure the following:

o Types of information that should be included are defined, o Information about staff and students is appropriate for release and o Process for obtaining permission for release of personal information and other related issues

are addressed.

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Special Education Students The IEP team will consider and address the technology needs of the special education student. Current district technologies will be utilized when appropriate to accommodate the differentiated learning needs of our students. Assistive Technology Workstations, Laptops, and Computer Carts are available to district schools and were purchased with special education technology dollars. The main features are:

• Text-to-Speech programs: allows slow readers to hear text being read while viewing highlighted word(s) being read. Also, program features dictionary/thesaurus, highlighting of key information for review and or extraction, word prediction, and the ability for the teacher to insert audio or text notes. A networked version of Kurzweil 3000 is the primary text-to-speech program being utilized, and is potentially available on any computer used by the District.

• Voice recognition software: For students with something they want to write, but having difficulty getting their thoughts on paper, converts speech to written text. Also includes a playback function in which their dictation is spoken back to them. Dragon Naturally Speaking is the voice recognition program that is available at each school site.

• Organizational membership in Bookshare: any student with an identified visual impairment, physical impairment, or reading disability is eligible to choose from a library of more than 250,000 digital books, magazines, newspapers and textbooks that can be downloaded and saved for a student’s personal use

• Scanner for converting textbooks into digital text for use with text-to-speech programs • Connectivity to portable keyboards (such as AlphaSmarts), and “smart” pens that provide student

with an audio record of lectures while they are taking notes. • Thumb drive: for easily transferring data you have created at home or on your school computer,

storing digital books, storing voice recognition profile, and using with the "AT" machines. • Electronic tablets (iPads) with text-to-speech, word prediction, and voice recognition applications.

These devices are also loaded with high interest applications for story writing, math skill development, and background knowledge acquisition.

• Printers

Libraries Information literacy skills are taught in both our libraries and the lab settings. These skills include: library research, strategies for selecting and evaluating reading material, use of databases, use of the Internet, and how to evaluate Web sites.

Adult Lifelong Learning Each building houses a public access computer for parents to access ParentVue and other resources as needed. The district will make its computer labs available as interest or needs arise within the community. We will also work in collaboration with the local community college, adult sponsors of youth organizations, libraries, and service clubs to offer opportunities in technology to adults.

Implementation Standards To make effective use of technology and human resources, the district information technology manager will utilize a total cost of ownership model (TCO). This approach involves the standardization of all

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hardware and software systems within the district the department will support.

Technology Standards In order to ensure equitable distribution of resources and a supportable environment, an effective level of technology standards is developed and maintained for the type and quantity of technology that should be available in the district. This should include hardware for administrative use, media/information centers, classrooms, kiosk, classroom mini-labs, business, computer science, math, science and technology labs; and software and systems for use in administration and curriculum support.

Technology Management In order to guarantee the security and integrity of the data on which the district has come to rely and that is submitted to State and National agencies, Information Technology must control these areas of technology: workstations, servers, databases and networks. For this reason, it is recommended that the primary servers be centrally located and managed. Thin-client servers will be located at the school sites. Routers, switches, and access points located in schools and departments must be capable of central management. Schools and departments may wish to use data contained in application databases to plan and evaluate programs. Information Technology will support these efforts by providing data extracts or read-only access to data. It is not recommended that other departments or schools create databases that may be primary repositories of data. These applications should be developed by Information Technology staff or by contractors whose work is supervised and coordinated by Information Technology staff.

Technology Assessment Network

• Current backbone is managed fiber of 100MB, 1GB, and 10GB • Horizontal building cable consists of CAT4, CAT5, and CAT6 • Network switching consists of Cisco 100MB, 1GB, and 10GB • All buildings have full coverage of wireless-G and N (802.11g) • Firewall is currently Cisco ASA 5520 • Internet connection

o 100X30MB General Internet / 50X10MB Backup connection o 100X30MB Dedicated for Guest wireless

• SolarWinds Network Performance Monitor for network stats and performance • SolarWinds Network Configuration Manager for switch updates and configuration backups • Meraki Enterprise Dashboard for managing wireless access points • UPS support on all network hardware • IP Security Surveillance

Telephone

• Currently, all staff have analog phone in classroom or office. • One building using proprietary digital phone, bell, and intercom system.

Server core • Dell PowerEdge hardware standard. • Microsoft Windows 2003, 2008R2 Server. • Server Virtualization (Xenserver).

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• Cisco 1GB and 10GB backbone. • Windows Server Update Service manages Windows updates. • Barracuda Networks Mail Archive • Microsoft Data Protection Manager for data backup. • Microsoft Forefront TMG 2010 Internet filtering with custom filtering policies. • UPS protection. • Data Center cooling system. • 40KW backup generator. • LANSweeper Premium for hardware and software inventory reporting.

Workstations

• Dell Optiplex hardware standard on 5 year lifecycle. • Currently Pentium 4 – 2.4GH or better. • Microsoft Campus Agreement. • Citrix Campus Agreement. • Windows 7 current OS Standard • Symantec Ghost imaging technology employed. • Thinclient hardware is Dell Pentium 3.

Staffing

• Information Technology department currently consists of a supervisor and five support staff. • Training is acquired as needed, and cross-training is practiced.

Supporting Resources

• Synergy Student Information System • Hosted web based student email and file storage (Microsoft Windows Live). • Hosted web based work-order system (IT Direct) • Insignia Library System on SQL server. • Mealtime lunch program centrally managed. • Contracted network copiers at each site. • Hosted web based staff management service (Aesop). • Hosted web based reading and assessment program.

o Renaissance Learning o Read 180

• Mastery in Motion student assessment software. • Web Based Data Consolidation and Reporting • SharePoint Web Portal • Microsoft Outlook Web Access • Discovery Education / United Streaming

Information Technology Services

Information Technology Vision Deliver technology services within the school district in such a way that it benefits the instructional technology and administrative goals of the district while maintaining the integrity of the system and its data.

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Figure 4 Information Technology Goals

Information Technology Goals The Information Technology Department is charged with implementing and supporting technology within Coos Bay Public Schools. Considering the district goals, along with changes in government regulation and technology, the department proposes the following goals:

1. On a bi-monthly basis, the IT Department will review its district wide progress on the following: workstation repair and purchase orders, instructional technology software orders and installations and any and all other instructional technology projects to determine timeline efficiencies. The IT department will be within 10 days plus or minus of their projected completion dates on any task as measured by analysis of IT Department calendar and task list records.

2. The IT Department will continue to support applications deemed necessary for efficient management of education, including a student information system, meal delivery application (such as Mealtime®), facility management software, AS400 HR system, etc.

3. The IT Department will comply with all state and federal student information reporting requirements with 100% accuracy as measured by state and federally required timelines and measures.

4. The Technology Department will maintain the infrastructure and its systems so that users experience no more than 1% unplanned downtime during the entire year, including power failures, security breaches or other integrity issues.

5. The IT Department will continue to support student success directly by the implementation of student accounts that provide file storage and e-mail service. This Microsoft Live® implementation of student accounts will be determined by parental permission, and will be guided by the districts internet use policy.

6. Data backup and recovery processes will be sufficient so that less than .5% of data loss will occur on all network accessible storage units.

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Infrastructure Support Strategies will be developed that will take advantage of the district's technology infrastructure. The district will make use of the network fabric to facilitate internal and external communication and information sharing. The Information Technology Supervisor, working with the District Technology Committee will oversee the development of a technology infrastructure design that will address facilities, electricity, networking, and equipment requirements to achieve the above infrastructure goals. School/Site Configurations Curriculum and instructional uses, and site facilities will guide decisions with respect to configurations and placements of student workstations in the schools. These decisions are to be made by the school, with guidance provided by the district Information Technology Department. The district will seek to achieve equity in the distribution of technology in schools and classrooms throughout the district.

• LAN - Establish and maintain a Local Area Network (LAN) at every site in the district. This includes cable plants (voice and data), network routers, switches and access points. These LANs should be fault tolerant and shut down gracefully in the event of power failure. All workstations will connect to the LAN to assist with the maintenance of the workstation.

• Multi-Purpose Lab - Establish and maintain one or more multi-purpose labs at each school site

(30 or more workstations per lab). The workstation should be connected to the Local Area Network. Each lab should have at least one network printer and video projection unit.

• Library Mini-Lab - Establish and maintain a mini-lab in the Library/media center of each school

site with sufficient workstations, network printers, and research resources to support the student population in the school building.

• Mobile Devices – Establish and maintain a collection of mobile devices with the capability to travel

within each building. The purpose for these devices is student instruction, information access and student assessment.

• Classroom Devices – Establish and maintain devices in each classroom in the district. The device

count in each classroom will be at a ratio of one device for every six-to-eight students. The mini-lab may include a network printer. The function of these devices is student instruction, information access and student assessment.

• Teacher Workstation – Establish and maintain a workstation with access to a printer/copier in

every classroom in the district. The primary function of these workstations is administrative.

• Administrative Workstation – Establish and maintain a workstation with access to a printer/copier for all personnel in the district. Examples are: Administrators, Secretaries, Librarian, Counselor, Nurse, Food Services, and Custodians. The primary function of these workstations is administrative.

• Communications – Establish and maintain voice communications (telephones) in every classroom

and office in the district.

• Student Core Infrastructure – Establish and maintain a student portal for the purpose of

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providing secure and protected communications between students and teachers. This network will also support the creation and storage of student work for electronic submission to teachers.

District/Core Configurations

• Internet - Establish and maintain an unsecured network segment beyond the district Intranet for the purpose of housing district Internet resources and provide a common connection point to the world. This segment will be used to isolate the districts secured network from unwanted intruders. The Firewall and Proxy Server provide access between the district Intranet and the Internet.

• Intranet - Establish and maintain a secured network environment that connects all of the district

resources. The Intranet provides the fabric for which all networking and information services are delivered to the schools. A Wide Area Network (WAN) will connect the Local Area Networks (LAN) located at each site to the network core. The WAN connections should be fault tolerant with redundant paths between all sites.

• Server Farm – A collection of servers located on an isolated high-speed network. These servers

run software maintained by the Information Technology department. These servers will have backup sub-systems and should be fault tolerant. There will be a battery backup system and emergency power generator to minimize downtime.

• Directory Services – Establish and maintain directory services for district network staff and

student accounts. The directory service controls access to all of the district resources such as Web Servers, SQL Servers, E-mail Servers, Proxy Servers, and other secure servers providing services to the users.

• Proxy Services – Establish and maintain proxy services for web-based protocols for the purpose

of adding performance by caching web data and to comply with federal CIPA regulations.

• Firewall NAT – Establish and maintain a secure Intranet by installing a firewall to prevent unwanted attacks from outside the district. Also, provide the means to isolate the district private network by providing address translation to the Internet for the servers in the server farm.

• E-mail System – Establish and maintain an enterprise electronic mail system. This e-mail system

should support all the current mail protocols and be recognized by the industry as an enterprise mail system. This system should also support workgroup services such as tasks, calendars, and resource scheduling. This system will support web access and mobile devices. An archiving plan will also be supported to store 5-7 years of staff e-mail.

• Network Management – Establish and maintain a network management workstation for the

purpose of monitoring network traffic, capturing events from the network equipment and delivering software updates. Web based network monitoring software will alert technology staff of any compromised equipment or connections. This software will provide reports on network availability and resource statistics.

• Workstation/Account Management – Establish and maintain a workstation management

system for the purpose of remote management and troubleshooting, user account management, security and policy management.

Technology Standards and Acquisition The district will acquire technology in accordance with standards and process approved by the District Technology Committee. The standards will be based on open systems architecture, which ensure the

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compatibility of technology systems within the district. The acquisition process will be coordinated by the Information Technology Manager to ensure reliability and cost effectiveness. The standards will be updated to address new technologies. Network Operations, Repair, Maintenance, and Obsolescence The Information Technology Manager manages network operations. The Information Technology technicians will manage the repair and maintenance of district equipment along with an obsolescence policy to guide issues relating to upgrade, re-purposing, and replacement of district equipment. Software Standards and Acquisition The district technology committee has an approved acquisition process for district software that ensures the acquisition of compatible software and compliance with copyright and licensing requirements. The technology department is responsible for the software acquisition process. New software purchases that show research-based success will be given priority.

The Tactical Plan Tactical Plan 2013-2014 - This section is a work plan, outlining projects that will be completed or started in the current year. This plan is modified at year-end by combining the incomplete projects from the previous year with the approved projects from the Strategic Plan. This section is a work in progress and will get detailed as the school year proceeds.

Student Network Accounts Completed

• Streamline student Office 365 account management On-going • Student logins to Synergy Portal Spring 2013

Student Testing and Assessment Completed

• OAKS –Grades 3 through 10 in Reading/Literature and Math On-going • OAKS –Grades 5, 8 and 10 in Science and Social Studies On-going • OAKS – Grades 4, 7 and 10 in Writing On-going • ELPA – ELL all grades On-going • STAR Math, Reading and Early Literacy (online) On-going • Compass College Placement Test On-going • EasyCBM On-going

Student Data Management Completed

• Migrate to new SIS Summer 2012-2013 • Mastery in Motion On-going • Student Information System support On-going • SEAS (Special Ed Tracker) On-going • Synergy SPED Module Spring 2014 • School-Wide Information System (SWIS) On-going

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Carl Perkins/Ed Technology Completed • CADD/Computer Systems Program Upgrade Summer 2013 • Journalism Program Upgrade

o Upgrade Adobe Creative Suite Summer 2013 • Radio Broadcasting Program

o Upgrade on-air stations Spring 2013 • Install Mini-lab in new Construction Tech Program Summer 2013

Upgrade Server Core Completed

• Replace Student File Server Summer 2013 • Migrate to Exchange 2010 or Cloud Summer 2013 • Replace/Upgrade SQL Server Summer 2013 • Terminal Server Upgrade(Marshfield HS) Summer 2013

Upgrade Network Core Completed

• Upgrade Belloni Connection to Fiber Spring 2013 • Upgrade WAN Fiber to 1GB Summer 2013 • Deploy POE Switches to sites Summer 2013 • Replace CAT4 cable at Sunset School Summer 2013 • Replace CAT4 cable at Madison Elementary Summer 2013 • Upgrade Core 4507 Supervisor Spring 2013

Web Site Development Completed

• Migrate site to hosted mainstream standard Summer 2012

Instructional Technology Completed • Deploy 30 iPads to Madison Elementary Summer 2013 • Utilize Legacy Hardware for Thin Client deployment On-going

New Technology Completed • Windows 8 limited deployment Summer 2013 • Exchange in the Cloud Summer 2013

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The Strategic Plan Strategic Plan 2014-2015 - This section outlines proposed projects for the next year and provides estimates and context for Information Technology budget requests. This plan is modified throughout the current year and the approved projects are rolled into the Tactical Plan for the following year. This section is a work in progress and will get detailed as the school year proceeds.

Student Network Accounts Projected

• Develop Statistics Reports On-going • Continued implementation of student accounts On-going • Continued support of student infrastructure On-going

Student Testing / Assessment Projected

• SBAC –Grades 3 through 10 in Reading/Literature and Math On-going • SBAC –Grades 5, 8 and 10 in Science and Social Studies On-going • SBAC – Grades 10 in Writing On-going • ELPA – ELL all grades On-going • Compass College Placement Test On-going • Easy CBM Assessment On-going

Student Data Management Projected

• Student Information System On-going • SEAS (Special Ed Tracker) On-going • School-Wide Information System (SWIS) On-going • Web Based Data Consolidation and Reporting On-going

Carl Perkins / Ed Technology Projected

• Industrial Technology, Metal/Drafting 1-4 Program On-going • CADD/Computer Systems Program Upgrade On-going • Radio Program On-going • Construction Technology On-going

Upgrade Server Core Projected

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Upgrade Network Core Projected

• Replace CAT4 cable at Blossom Elementary Summer 2014 • POE Switches at all sites for VOIP support Summer 2014

Web Page Development Projected

• New Technologies Integration Ongoing

Library Automation Projected

• Web-based library system Ongoing

Instructional Technology Projected

• Continued upgrade and support of Instructional Technology On-going

New Technology Projected

• Integrate Mobile devices into Instruction Ongoing

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The Forecast Plan Forecast 2015-2016- This section outlines proposed projects that will start outside the two year planning window; budgets and timelines are not contained in this section. Projects remain in the Forecast section until they are moved into the Strategic Plan. This section is a work in progress and will get detailed as the school year proceeds.

Student Network Accounts Projected

• Continued implementation of student accounts On-going • Continued support of student infrastructure On-going

Student Testing / Assessment Projected

• SBAC–Grades 3 through 10 in Reading/Literature and Math On-going • SBAC –Grades 5, 8 and 10 in Science and Social Studies On-going • SBAC – 10 in Writing On-going • ELPA – ELL all grades On-going • Compass College Placement Test On-going • Easy CBM Assessment On-going

Student Data Management Projected

• Student Information System On-going • SEAS (Special Ed Tracker) On-going • School-Wide Information System (SWIS) On-going • Web Based Data Consolidation and Reporting On-going

Carl Perkins / Ed Tech Projected

• Industrial Technology, Metal/Drafting 1-4 Program On-going • CADD/Computer Systems Program Upgrade On-going • Radio Program On-going • Journalism Program On-going • Construction Technology On-going

Upgrade Server Core Projected

• Continued upgrade and support to server core On-going

Upgrade Network Core Projected

• Deploy Web Hosted VOIP Summer 2015

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Web Page Development Projected

• Migrate site to hosted mainstream standard Ongoing

Instructional Technology Projected

• Continued upgrade and support of Instructional Technology On-going

New Technology Projected

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Appendix A - Technology Steering Committee Technology is a resource that broadly influences all aspects of the District educational and management operation. The Technology Steering Committee was established during the 2002-2003 school year as a way to ensure that technology needs are clearly identified, and prioritized, and that the available technology resources are used in the most efficient and effective way to meet the instructional and management needs of Coos Bay Public Schools. The work of the Technology Steering Committee is a high priority and it is important that we all commit the time and resources necessary to ensure that its work is carried out. The following statements describe the responsibilities of the Technology Steering Committee:

• Establish a priority for current and subsequent school years to link curriculum and instruction with Technology.

• Set priorities among approved projects. • Arbitrate differences between user departments and/or divisions arising from Information

Technology operations and/or proposed operations. • Monitor the progress of Information Technology projects and the performance of ongoing systems

using the procedures set forth in existing documentation and procedure manuals. • Advise and make recommendations in order to set policy that relates to Information Technology

and affects all departments. • Develop long-range plans for Information Technology growth. • Approve or reject requests for major Information Technology services (i.e. requiring more than 200

hours of effort). • Support the use of the information services for an effective and efficient district operation. • Participate in the presentation of periodic progress reports and recommendations to the

Superintendent, Cabinet and the School Board. Technology Steering Membership

Director of School Improvement Chad Putman Business Manager Rod Danielson Title 1 Coordinator Theresa Hart Instructional Coach - Technology Peggy Thornton

Instructional Coach 4-7 Les Willett Instructional Coach K-3 Michelle Inskeep Superintendent Dawn Granger Information Technology Manager Fred Baker Administrative Assistant Peggy Ahlgrim

Members may bring non-voting, members to the committee meeting as an advisor; these observers should be limited to at the most one person per department.

Meeting Schedule

The Technology Steering Committee will meet monthly. Special meetings to consider projects or emergencies will be handled on a case-by-case basis.

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Processes The group meets to manage and assess the current plan. The group guides acquisitions and infrastructure development.

Evaluation The Director of School Improvement and Information Technology Manager will continuously review progress results and compare to the goals, objectives and activities as defined in the District's Technology Plan. Assessment tools include, but are not limited to:

• Comparison of OAKS scores to identify improvement in student learning. • Comparison of Easy CBM data to identify improvement in student learning. • Comparison of ACT & SAT scores to identify improvement in student learning. • Review surveys with Teachers to identify reduction in Teacher preparation time and increase

in Technology based activities. • Review of Teacher surveys results to identify increase in teacher use of Smartboard, LCD

projectors, document cameras, computer labs, mobile laptop carts, iPads, GPS units, digital cameras, science probes, and other technology equipment.

• Review and comparison between SIP/CIP and the District Technology Plan to identify completed goals.

• Revisit the ISTE Profile Your District and review assessment results. • Review of the District’s Annual Report Card (assessments, dropouts, graduation

percentages, etc.) • Review workshop content, evaluations and participation levels. • Review of Technology Support and Evaluation Surveys. • Review online work order data. • Review technology budget information. • Review changing technology standards and curriculum.

The Technology Committee will meet annually to evaluate the District’s progress in achieving the goals stated in the Technology Plan. Information compiled by Director of School Improvement and Information Technology Manager along with other information the committee has will be used to measure progress. The Committee’s responsibility will include modifications to the plan as needed.

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Appendix B – List of Figures Figure 1 The Technology Plan ............................................................................ 7 Figure 2 Instructional Technology ..................................................................... 10 Figure 3 District Goals .................................................................................... 18 Figure 4 Information Technology Goals ............................................................. 24

Appendix C - Fiscal Responsibility The District’s General Fund will be the primary source of financial support for technology infrastructure. In addition the district will aggressively seek outside funding through grants and donations to enhance technology opportunities. Should available funding change in a way that jeopardizes the plans within this document, the district will meet to adjust goals or resources. The priorities will be maintenance of critical systems (hardware/software), replacement of obsolete equipment, and professional training. The process of reviewing and defining these priorities will be carried out by the Information Technology Manager and the Director of School Improvement. The instructional technology needs mentioned in the plan will be addressed by the following:

• General fund money through building discretionary funds will support software and hardware needs compatible with this plan and the School Improvement plans.

• General fund money will pay salaries of staff involved in technology

• Telephone service will be paid with E-rate funding and general funds

• Title IID funding will support updating wireless mobile laptop carts and Tech Cadre member’s

professional development.

• Title VI-B funding will support planned upgrades to wireless and wired infrastructure.

• Perkins funding will support upgrade of software programs Adobe Creative Suite and AutoCAD for the CTE programs at the high school, purchase technology for the CTE Construction program.

• Title IA funding will support mobile wireless laptop carts for reading interventions.

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Appendix D – Professional Learning System Coos Bay School Professional Learning System 2013-2014 Superintendent- oversees the curriculum, technology, instruction and assessment programs of the district, making final informed decisions but delegating much of the authority to the…

Professional Development Committee- this committee, made up of the instructional coaches (coaches), building administrators, teachers from each building, a classified member, the School Improvement Coordinator and a Board member, helps each year to analyze data and plan for both the structure of professional development days and the direction of professional development in general in the district. Each PD committee teacher and administrator works with the school’s….

Team Leaders- who are either grade level team leaders (in k-7 schools) or department heads ( in high school) and may also be doing duty as a PD committee member. The information and expectations from the PD committee are communicated through this team directly to the school’s…

Professional Learning Teams- which are groups of staff members who share either students or courses in common and who collaborate as an interdependent team focused on improving student learning through implementation of the Professional Learning Community (PLC) model. This team uses data to inform their work, including what their professional development or student support needs may be. This work is done in conjunction with and under the guidance of….

Instructional Coaches and School Improvement Coordinator- These individuals work as a team. They meet weekly together with the superintendent to discuss PD and PLC needs throughout the district as well as the progress of our PD system in the first year. They coordinate with technology to assure that the needs of students are met within the capabilities of the district’s infrastructure. The instructional coaches are assigned each to a grade level span with one being a k-12 TAG, differentiation and technology coach. All of these individuals work with all staff, but the building coaches focus on knowing and supporting the PLC work within their assigned buildings. The School Improvement Coordinator (SIC) provides instructional support but also functions in gathering data and supporting assessment as a specialty. All of these individuals may be called upon to provide professional development training on Friday PD days as needed by the teams (and indicated by data), but the main work of the coaches and SIC is to support the implementation and success of PLCs. Each month members of this group and the administrator meet in….

Monthly PLC Site Team meeting- in addition to weekly check in meetings between the building administrator and his/her coach, there will be a monthly meeting of the team leaders, coaches and administration for the purpose of examining data and input to plan for the following month’s professional development activity. Coaches and the SIC (who is also invited to attended but not required) can then work as a team to combine needed trainings and focus on areas which are common throughout the district on those PD days. They can also determine if there is a unique need for support or PD that requires something different for their school or a team within their school. This team, should it find that outside trainers are needed or a conference is indicated, will then take their information to the….

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Monthly District level PL Committee meeting where all of this process began. Each month the committee will discuss the quality of PD and PLC work and analyze data such as test scores, attendance, disaggregate data, common formative assessment results, and requests for professional development. The group will use the information as a guide to determine what actions need to be taken to lead the district forward in the work toward meeting our achievement compact and district vision of excellence in education for ALL. The work of all of these groups is enriched and guided through the administrative liaison of the…

Monthly Site Council/Title Team meetings

These school-based groups of parents, educators and community members are required by law to meet monthly and consider the needs of the school regarding student learning improvement. The administrator and teacher leaders in the group are responsible for informing the rest of the members regarding district-wide efforts for professional development and for bringing input from these groups to the monthly PD Committee and PD Site team meetings for consideration in planning for future professional development. One of the numerous functions of this group is to set student achievement and PD goals each year and collects data to evaluate the success of these goals.

Monthly Technology Committee meetings

This group is open to all staff members and meets to evaluate technology training and purchasing requests and staff/student needs. It is responsible for oversight of the Technology Plan and represents a collaboration between the classroom and district, the curriculum department and technology department. Technology requests must meet identified student or staff need through the PL process.

Monthly Superintendent Advisory Team meetings

This group of two parents from every school will provide input to the superintendent regarding professional development and parent involvement. Members of this committee also serve on Site Councils, Title Teams and PTA/PTSA groups. They will review and provide input into developing the professional development system, student achievement data, the achievement compact, parent involvement policy and district Title plans on an annual basis.

• Please note that the district uses the accepted definition of PD as research-based data indicated job imbedded and ongoing staff development.

• Also note that Title funding may be used for these trainings as allowable and indicated in the budgets after the approval of the Title coordinator.

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Appendix E – NETS Handouts K-7 Name Page #

• Make It! 39

• Say it! And Share It! 40

• Find It! 41

• Solve It! 43

• Protect It! 44

• Use It! 46

Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issued. Identify trends and forecast possibilities

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Skill: K 1 2 3 4 5 6 7 2.1 Create an original work with picture and words. x x x x 2.2 Create and present a simple liner multi-media project (i.e. PowerPoint) x x x x 2.3 Create and present a linear multimedia project that includes images, sounds and has hyperlinks. x x x x 2.4 Create original animations or videos documenting, school, community or local events. x 2.5 Use digital photos and text for creative personal expression. x x x x x 2.6 Produce a digital story. x x x x

Communication and Collaboration: Students use digital media environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a) Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. b) Communicate information and ideas effectively to multiple audiences using a variety of media and formats .c) Develop cultural understanding and global awareness by engaging with learners of other cultures. d) Contribute to project teams to produce original works or solve problems.

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And

This is when we use technology to communicate and collaborate.

Skill: K 1 2 3 4 5 6 7 2.1 Work collaboratively on a group project. x x x x x x 2.2 Actively participate in a videoconference. x x x x x x x 2.3 Communicate original ideas and stories using available software and hardware. x x x x 2.4 Communicate about technology using grade-level vocabulary. (See attached list) x x x x x x x x 2.5 Work cooperatively and collaboratively with peers, and others when using technology in the classroom.

x x x x

Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. Process data and report results.

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This is when we use technology to research and show our information fluency. Skill: K 1 2 3 4 5 6 7 3.1 Use electronic /online reference material. (Encyclopedia, periodical summaries, CD ROMS,OPAC etc.) x x x x x x 3.2 Access pre-selected websites (URL’s) and bookmarks/favorites. x x x 3.3 Use simple keyword search in search engines and on-line databases. x x x 3.4 Evaluate electronic resources as to reliability.

x 3.6 Obtain text information from electronic resources

x x x 3.7 Obtain digital images from electronic resources.

x x x 3.8 Create bookmarks to sites on the Internet to return to them easily. x x x 3.9 Follow hyperlinks in electronic resources.

x x x x x 3.10 Identify a variety of electronic sources of information for a topic x x x x x x 3.11 Organize and evaluate information as it applies to the topic. x x x x x x 3.12 Use developmentally appropriate multi-media resources to support learning.

x x x x x 3.13 Limit database searches using advanced features such as text, cover story, or journal. X 3.14 Restate information obtained from electronic resources in your own words. X

Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. Process data and report results.

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3.15 Sort the results of a search by date or relevance.

x

Critical thinking, problem solving & decision-making. Students use critical thinking skills to plan and conduct research, manage projects solve problems and make informed decisions using appropriate digital tools and resources. Students: a) Identify and define authentic problems and significant questions for investigations .b) Plan and manage activities to develop a solution or complete a project. c) Collect and analyze data to identify solutions and/or make informed decisions. d) Use multiple processes and diverse perspectives to explore alternative solutions.

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This is when we use technology to think critically, solve problems, and be decision makers. Skill: K 1 2 3 4 5 6 7 4.1 Use Technology resources for problem solving. (ex Excel, data banks) x 4.2 Use technology resources (ex. Calculators, data collection probes, streaming videos, educational software) for self-directed learning and extended learning activities.

x x x x x

4.3 Select and use appropriate tools for technology resources to accomplish a variety of tasks for problem solving.

x x x x 4.4 Use digital tools to brainstorm, develop and create a solution to a problem. x 4.5 Self-evaluate planning, process and final product with teacher provided guidelines. x x x x 4.6 Use a computer to organized and illustrate data through the use of timelines and graphic organizers.

x x x x 4.7 Collect, input, analyze, organize and display data graphically. x x x 4.8 Analyze data to support theories or test a hypothesis. x x x

Digital Citizenship. Students understand human, cultural and societal issues related to technology and practice legal and ethical behavior. Students: a) Advocate and practice safe, legal and responsible use of information and technology. b) Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c) Demonstrate personal responsibility for lifelong learning. d) Exhibit leadership for digital citizenship.

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This is when we use technology to learn about digital citizenship. Skill: K 1 2 3 4 5 6 7 5.1 Demonstrate positive social and ethical behaviors when using technology. x x x x x x x x 5.2 Describe technology that is used at home, school and in the community. x x x x x x 5.3 Discuss common uses of technology in daily life and advantages and disadvantages those uses provide. x x 5.4 Discuss basis issues related to responsible use of technology and information; and describe personal consequences and impact on individuals and families for inappropriate use.

x x x x 5.5 Describe how technology can have positive and negative effects on the environment and on the way people live and work.

x x x x 5.6 Identify areas in which technology has improved human lives including those with disabilities. x 5.7 Know that new inventions often lead to other new inventions and ways of doing things. x x x x 5.8 Seek appropriate support with hardware or software problems. x x x x 5.9 Understand when an individual creates something on the computer, the created work is the person’s property and only that person has the right to change it. 5.10 Identify the role of technology in a variety of careers.

x

5.11 Cite sources for information obtained from technology resources. x x x x x x

Digital Citizenship. Students understand human, cultural and societal issues related to technology and practice legal and ethical behavior. Students: a) Advocate and practice safe, legal and responsible use of information and technology. b) Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c) Demonstrate personal responsibility for lifelong learning. d) Exhibit leadership for digital citizenship.

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5.12 Discuss how applications of technology can address some major global problems and issues. x 5.13 Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.

x

Technology Operations and Concepts Students demonstrate a sound understanding of the nature and operation of technology concepts, systems and operations. a Understand and use technology systems. b Select and use applications effectively and productively. c Troubleshoot systems and application, transfer current knowledge to learning new technologies.

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This is when we use technology to learn technology skills and concepts.

Skills: K 1 2 3 4 5 6 7 6.1 Use input devices (e.g., mouse, keyboard) and output devices (e.g. monitor, printer) x x x x

6.2 Identify basic computer components including computer, keyboard, mouse, printer, CD ROM, disk and on/off switches. x x X 6.3 Demonstrate basics of operating a computer including turning on and shutting down. x x x 6.4 Identify and use: Shift, Space Bar, Arrows, and Enter. x x x 6.5 Know the basics of computer care. x x x x 6.6 Know the proper handling and how to insert and remove portable storage devices. (Floppy, CD, DVD, USB Flash Drive)

x x x x 6.7 Use a digital camera to take pictures. x x x x 6.8 Know how to logon and logoff the network. x x x x 6.9 Click on icons to perform a function. x x x 6.10 Move around the desktop and use the menu bar. x x x 6.11 Locate, open and quit software applications. x x x x 6.12 Save files in the appropriate place x x x x x x

Technology Operations and Concepts Students demonstrate a sound understanding of the nature and operation of technology concepts, systems and operations. a Understand and use technology systems. b Select and use applications effectively and productively. c Troubleshoot systems and application, transfer current knowledge to learning new technologies.

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6.13 Copy, move, paste and/or delete files between or from folders or drives. x x x 6.14 Open two documents and move between them. (i.e.: Word & the Internet)

x x x

6.15 Open, resize, and close windows. x x x

6.16 Choose appropriate settings for document such as page orientation, margins, line spacing

x x x

6.17 Copy files to and from one storage device to another. x x x

6.18 Create an organized file system for all personal documents.

x x x x 6.19 Insert clipart and pictures. x x x x

6.20 Type letters, names and numbers. x x x x

6.21 Type text using different sized fonts and colors. x x x x 6.22 Use bold, underlining, italics and center to format text. x x x x 6.23 Use delete, backspace, cut, copy and paste to edit text within a document x x x x x 6.24 Use the undo feature x x x x 6.25 Use the spellchecker. x x x x 6.26 Use the grammar checker and thesaurus. x x x 6.27 Use bullets and numbering. x x x 6.28 Create a presentation that uses formatting tools to enhance appearance. x x 6.29 Enter data and create a graph using a basic graphing program or spreadsheet. x x x x x 6.30 Identify rows, columns, cell addresses. x x x x x 6.31 Use formatting options to change column width and row height. x x x 6.32 Enter a formula into a spreadsheet. x x x 6.33 Use formatting options to change font, size and style of cell contents.

x x x 6.34 Use drawing tools to perform tasks such as grouping and ordering objects

x x x x 6.35 Apply slide transitions to a presentation. x x

Technology Operations and Concepts Students demonstrate a sound understanding of the nature and operation of technology concepts, systems and operations. a Understand and use technology systems. b Select and use applications effectively and productively. c Troubleshoot systems and application, transfer current knowledge to learning new technologies.

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6.36 Insert sounds, animations and video clips into a presentation.

x x 6.37 Use notes pages in a presentation to organize and detail the content.

x x